DAY 2 OF 7

Observation is not
interpretation.

One thing that will help us is learning the difference between what we can actually see in the passage and what we think those things mean.

If I can put my finger on the words Paul wrote, I'm observing.

When I begin explaining why he said it, what he meant by it, or how it should work in the congregation, I've started interpreting.

We're going to do that later. But today I want us to resist moving there too quickly, because all of us bring assumptions to the Bible. I do too.

Before we start deciding what Paul means, let's make sure we've paid attention to what Paul actually said.

For example, Paul names apostles, prophets, evangelists, shepherds, and teachers. We don't have to debate anything to say that. We can point right to it in the passage.

But if I say those words prove that every congregation must have five separate offices, I've moved beyond observation. Now I'm explaining what I think Paul's words mean.

That may turn out to be right, or it may not. Either way, I need more than an assumption before I teach it as truth.

That's why we're slowing down.

What do you notice about the roles?

Now read verses 11–16 again, but this time pay attention to the people Paul mentions and what is happening around them.

You already noticed the apostles, prophets, evangelists, shepherds, and teachers. Now look at why Paul says they were given. Look at the saints. Look at the work of service. Look at what is happening to the body and where Paul says all of this is supposed to lead.

Then look carefully at verse 16.

Who is involved in the growth of the body?

Don't try to explain all of that yet. Just write down what you can actually show me from the passage.

For a long time, I think I have viewed my responsibility mostly in terms of whether I was studying faithfully, teaching truth, and preparing a good message for you. Those things matter, and I'm not backing away from them.

But if Paul is describing something in which the saints are being equipped, the body is growing toward maturity, and each part is participating in that growth, then I have to ask whether teaching alone is enough.

I have taught you, but I'm not sure I have equipped you as well as I should have.

That is one of the reasons we're doing this differently.

And if there is responsibility here for me, there also appears to be responsibility here for you. But I don't think Paul is separating those responsibilities. As you read, pay attention to how they seem to work together.

I don't want to tell you what all of that means yet. I want you to begin seeing it in the passage.

While you're reading, don't only look at the big words. Pay attention to the little words that connect Paul's thoughts too.

Words like “for,” “until,” and “so that” can tell us why something is happening or where the thought is going.

You don't have to explain every connection today. Just mark them when you see them and notice what they connect.

Start with
the Word.

This is another reason I want us to learn to work this way.

It would be easy for me to tell you what I believe Ephesians 4 means and ask you to accept my conclusion. There will be times when I need to teach, correct, explain, and guide. That's part of shepherding.

But if I'm going to equip you, I also need to help you learn how to go back to Scripture and see why something is true.

So before you reach for a commentary, Google the passage, start looking up Greek words, or even ask what I think, spend some time with the text yourself.

And when I teach you something, I want you to be able to go back to the Word and see whether what I'm teaching is actually there.

That isn't rebellion against authority.

That is one of the ways we keep all of us under the authority of the Word.